Values In Algerian Efl Classrooms: Between Moral Infusion And Moral Autonomy
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Published:
Dec 29, 2019
Keywords:
Moral development - socialization - politics of education - curricula - content analysis - civic education.
Main Article Content
Abstract
Moral development focuses on virtuous realization of citizenship. Teachers across disciplines, including EFL play wider education roles. EFL teachers in particular keep juggling
between the native and the target culture and often grapple with
the issue of morality. The language serves as a vessel for a variety of contexts. The content and skills that English as a foreign
language introduces often includes ethical and moral instruction,
histories, ideological discourses in addition to controversial social, political, cultural and intellectual issues. In the present paper, we attempt to discuss the problematic issue of teaching morality in the education system with a specific reference to EFL
curricula and textbooks. The development of the future/ present
citizen involves to a large extent education for values and social
norms and the development of manners of a certain type. We coded reference to moral and ethical ends of education in addition
to learning materials that include preaching or mention to ethics
and morality and mannerism in this category. Our coding resulted
in fifty quotations. From content analysis of the Algerian official
educational documents, curricula and textbooks, we found out
that morality appears extensively in most of the documents of
Algerian education policy. One main issue that was discussed is
that instruction in the Competency-Based Approach appears tobe problematic. It seems to prepare learners for specified life tasks
and socially prescribed roles to be mastered. The school’s mission,
then, becomes ‘civilizing’ incompatible groups and poses major
power distribution challenge.
Article Details
How to Cite
Hachelaf, A. A. (2019). Values In Algerian Efl Classrooms: Between Moral Infusion And Moral Autonomy. AL-Lisaniyyat, 25(2), 35-54. https://doi.org/10.61850/allj.v25i2.184
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References
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Print, M. (2013). Competencies for democratic citizenship in Europe. Civic education and competences for engaging citizens in democracies, 37-49,
Curren, R. (Ed.) (2008) A Companion to the philosoplry of education. John Wiley & Sons T
Riche B. Arab. SA et al (2006), Teacher's book. At the cross road-year one, The national authority for school publications, MNE: Algiers
Casey, R., & Koshy, V. (2013). Gifted and talented education: The English policy highway at a crossroads?. Journal for the education of the gifted, 36(1), 44-65
DENDENNE, B (2013). The Pragmatic suitability of the algerian elt seconda
ry school textbooks: The Case of requests and apologies. Arab World English Journal, 4(4). -DENDENNE, B. (2013). The pragmatic suitability of the algerian ELT Se- condary school textbooks: the case of requests and apologies. Arab world en- glish journal, 4(4).
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Vengelers, W (2011). A humanist perspective on moral development and citizenship education empowering autonomy, humanity and democracy in Education and humanism (pp. 9-34). Brill Sense
David, and Helen Lawson. Citizenship education and the curriculum. West- port, CT: Ablex Pub., 2002. (27-)
- Auerbach, E R. (1986). Competency-based ESL: One step forward or two steps back?. Tesol Quarterly, 20(3), 411-430. - Babbie. E. (2013), Unobtrusive Research, the practice of social research: 329- 357, Harvard University: Widener Library.
- Benarbia. Z et al. (2008), Allegement du contemı du programme d'Anglais Deuxieme Langue Etrangere: 2eme AS, MNE
Babbie. E. (2013), Unobtrusive Research, the practice of social research: 329- 357, Harvard University: Widener Library.
- - Benarbia. Z et al. (2008), Allegement du contemı du programme d'Anglais Deuxieme Langue Etrangere: 2eme AS, MNE
Benarbia. Z et al. (2008b), Allegement du contenu du programme D'Anglais Duxieme Langue Etrangere: 3eme AS, MNE
Scotland, J. (2012). Exploring the philosophical underpinnings of research Relating ontology and epistemology to the methodology and methods of the scientific, interpretive, and critical research paradigms. English language tea- ching, 5(9), 9-16
-Denis, L. Caims, J.& Gardner. R. (2000), Education for citizenship. London: Contimnum
Monchatre, S (2007). En quoi la compétence devient-elle une technologie sociale? Réflexions à partir de l'expérience québécoise. Formation emploi Re- vue française de sciences sociales, (99), 29-45.
Berg, C., & Weis, C. (2005). Sociologie de l'enseignement des langues dans un environnement multilingue. Rapport national en vue de l'élaboration du profil des politiques linguistiques educatives luxembourgeoises. Luxembourg MENFP CESIJE
Carey, D. & Emst E (2006) Improving education achievement and attam- ment in Luxembourg
Dimock: M (1990). The restorative qualities of citizenship Public administra- non Review 50(1), 21-25.
Kling. R. (1983) Value conflicts in computing developments. Developed and developing countnes Telecommuncations Policy: 7(1), 12-34.
Haves, A. (1994), Changing times, changing teachers. Cited in Cainm. J (2000) personal development and citizenship education In Denis 1, Caime J & Gardner R, Education for Citizenship, London: Confimum, (40-53)
-Haydn, G (2000). The moral agenda of citizenship education Education for citimp, 136-147.
-Hunter, E. (2015). Voluntarism, virtuous citizenship, and nation-building in late colonial and early postcolonial Timzania. African Studies Review, 58(2), 43-61
Theoma, E. O. (1995). Moral Education for Colleges and Universities Cited in Pasoula E (2000), Moral, Social and Civic Education in Greece. In Dems. I, Cairns. J & Gardner. R. (2000), Education for Citizenship. London: Continuum Pp 29-37.
الجريدة الرسمية الجمهورية الجزائرية (2008) - العدد 12/59 أكتوبر (2008) JORA –
Journal Officiel de La Republique Algerienne (1976), 15th year, n33, Friday, April 23rd, 1976, Secretariat General du gouvernement: L'impremerie Offi cielle
وزارة التربية الوطنية النظام التربوي والمناهج التعليمية سعد تكويني الفائدة (2004) MNE - مديري المدارس الإبتدائية الجزائر المعهد الوطني لتكوين مستخدمي التربية وتحسين مستواهم
-MNE (2005). Document d'accompagenement du Programme d'anglais de lere Annee Secondaire, Official document
-MNE (2005) Document d'accompagnement du programme d'anglais de Zeme Année Secondaire, Document d'inspecteur
وزارة التربية الوطنية الفترة الرسمية التربية الوطنية القانون التوجيهي (2008) MNE - التربية الوطنية رقم 04-08 المؤرخ في 23 جامعي 2008
-MNE (2009). The algerian english framework (AEF), Oct 2009, MNE
وزارة التربية الوطنية 2009 الإطار المرجعي لاعادة كتابة المناهج (2009) MNE –
دليل منهجي في التقويم التربوي (2010) MNE –
MNE (2017). Ministry of national education. Accessed from: http://www education gov dz on 15/09/2017.
-MNE (20176) Ministry of national education Teaching programs, Ac- cessed from http://www.education.gov.dz/fr/programmes-denseignement/on 15/09/2017
-Boudreau A, & Perrot, M. E. (2005). Quel français enseigner en milieu mi- noritaire? Minorités et contact de langues: le cas de l'Acadie. Glottopol, Revue de sociolinguistique en ligne, 6, 7-21.
-Prudhomme, L., Samson, G., Lacelle, N., & Marion, C. (2011). Apprendre à différencier les pratiques d'enseignement au secondaire autour d'un objet transvernal la lecture. Les Dossiers des sciences de l'éducation, (26), 13-32
-Tellier, M. (2006). L'impact du geste pédagogique sur l'enseignement/appren tissage des langues étrangères. Etude sur des enfants de 5 ans (Doctoral dis sertation)
Orientation Law )2008( :وزارة التربية الوطنية (2008) النشرة الرسمية للتربية الوطنية القلون التوجيهي للتربية الوطنية رقم 04-08 المؤرخ في 23 جانفي 2008
-Pasoula, E (2000). Moral, social and civic education in Greece. In Denis L, Cairns J & Gardner. R. (2000). Education for citizenship. London: Contimam Pp 29-37.
Print, M. (2013). Competencies for democratic citizenship in Europe. Civic education and competences for engaging citizens in democracies, 37-49,
Curren, R. (Ed.) (2008) A Companion to the philosoplry of education. John Wiley & Sons T
Riche B. Arab. SA et al (2006), Teacher's book. At the cross road-year one, The national authority for school publications, MNE: Algiers
Casey, R., & Koshy, V. (2013). Gifted and talented education: The English policy highway at a crossroads?. Journal for the education of the gifted, 36(1), 44-65
DENDENNE, B (2013). The Pragmatic suitability of the algerian elt seconda
ry school textbooks: The Case of requests and apologies. Arab World English Journal, 4(4). -DENDENNE, B. (2013). The pragmatic suitability of the algerian ELT Se- condary school textbooks: the case of requests and apologies. Arab world en- glish journal, 4(4).
Foley D. A, Levinson, B. A., & Hurtig, J. (2000). Chapter 2. Anthropology goes inside: The new educational ethnography of ethnicity and gender. Review of research in education, 25(1), 37-98.
Vengelers, W (2011). A humanist perspective on moral development and citizenship education empowering autonomy, humanity and democracy in Education and humanism (pp. 9-34). Brill Sense